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Counter-Storytelling: Portraits of Black Students’ Lived Experiences in a Rural Gifted Education Program
No full textThis qualitative study was conducted to gain an understanding of the lived experiences of gifted Black students in a rural Georgia school district. Gifted education programs are often touted as providing high-ability students access to challenging and engaging curriculum that builds on their curiosity, creativity, and persistence. However, Black students face obstacles, which prevent them from being identified for and retained in gifted education programs, making them the most underrepresented non-White group in gifted education. As a result of this educational inequity, gifted Black students are subordinated by race, underserved, overlooked, and denied access to the challenging education they deserve. Related existing research and theory included past studies on the recruitment and retention of Black students in gifted education programs. This study was designed to provide an original contribution to the research base by sharing first-person portraits of six gifted Black students who recently graduated from high school. A series of three interviews was completed with each participant, and these interviews were transcribed and then analyzed using in vivo coding. Once analysis was complete, counterstories were created for each participant, spotlighting the good in each story. Four main themes were determined: Relationships are important to the participants’ social and academic lives; Participants share the characteristics of a strong racial identity; Participants possess a love of learning and of academic challenge; and Participants have a strong need for achievement. Each theme was then broken into subcategories with supporting commentary from participants’ stories.Schmertzing, LorraineSchmertzing, RichardArrastia-Chisholm, MeaganEd.D.Curriculum, Leadership & Technolog
The Experiences of Young African American Female Students Participating in a Rural Upward Bound Program: A Qualitative Approach
Get PDFAfrican American students from rural environments face barriers preventing them from reaching academic success. Research have shown active participation in an Upward Bound program affect academic achievement and success for first-generation and low socioeconomic status students. This qualitative study used a basic interpretive approach to examine the experiences of female African American students who participate in an Upward Bound program in a rural setting. A total of seven students were involved in the study (five sophomores and two seniors). The resilience theory was used as the framework for the study and helped provide a better understanding on how the students' resilience and perseverance helped them overcome challenges. The study found seven participants benefited from the tutoring, mentoring, college visitations, workshops, financial support, and positive relationships they developed with the Upward Bound staff. The implications for Upward Bound staff was students seek exposure to experiences outside their rural towns and outside of their normal activities. Also, participants and those interested in joining the Upward Bound programs seek a family-like environments.
Keywords: African American, at-risk students, ethnic minority, first-generation college students, resilience, socioeconomic status, TRIO programsWorkman, Jamie L.Jung, JiyoonGerber, BrianEd.D.Education in Leadershi
Teacher and Counselor Perceptions of Dual Enrollment in Georgia
Get PDFThis mixed-methods study examined the statistical difference between the perceptions of teachers and counselors on dual enrollment based on years of educational experience. The study investigated characteristics of high school teachers and counselors in South Georgia and examined overall teacher efficacy levels. Additionally, teacher and counselor concerns were identified regarding the implementation of successful dual enrollment programs.
Data for this study were collected in two phases. The first phase involved collecting quantitative data with teachers and counselors completing the modified Dual Enrollment Perception Survey from Gatlin (2009) to gather perceptions and demographics. The second phase of the study involved interviewing participants that had completed the electronic Dual Enrollment Perception Survey and administering the Teacher Sense of Efficacy Scale (TSES) from Tschannen-Moran and Hoy (2001).
Results of the study indicated that teachers and counselors in the participating districts had medium overall levels of teacher efficacy. There was no statistically significant difference between the teachers’ and counselors’ perceptions of dual enrollment based on years of experience. The lack of difference was unanticipated by this researcher due to past trends in efficacy levels. Recommendations from this study included using teacher and counselor perceptions for continuous improvement of dual enrollment program implementation. This would lead to increased student achievement as a result of well-trained staff for dual enrollment.Pate, James L.Kim, KimNobles, KathyEd.D.Education in Leadershi
A Qualitative Study of How Rural Adolescents Experience Travel Abroad
Get PDFAs the global market is becoming more competitive, one trend is evident—the need for increased development in the affective domain (Majid, Eapen, Aung, & Oo, 2019). American schools focus less on experiential opportunities and more on content driven instruction designed for performance testing (Pierre & Oughton, 2007; Robles, 2012). Therefore, affective learning stays dormant leaving a gap in the development needed outside of testing and without educational institutions teaching affective skills, many graduates are unable to handle adversity or empathize with diverse groups (Adams, 2012; Gale, 2017; Majid, et al., 2019; Robles, 2012; Sethi, 2016). Specifically, cultural competency is of high value in today’s economic landscape and failure to develop cultural competence carries negative consequences (Dean & East, 2019; Mitchell, Skinner, & White, 2010). Global travel is a transformative learning medium in which college students report growth within affective development and perceived changes in cultural competence (Alexander, Bakir, & Wickens, 2010; Cheiffo & Griffiths, 2004; Nunan, 2006). The adolescent learner is different from the adult learner in the areas of peer influence, brain development, and taking risks (Jaworska & MacQueen, 2015; Steinburg, 2009; Scott, Duell, & Steinburg, 2018) but there is a lack of scholarship evaluating the experience of the adolescent within the global travel context (Dean & East, 2019; Weenink, 2008). I created a qualitative study to investigate the effect of a global travel experience on six adolescents, with a focus on their perceived cultural competency development.Jung, JiyoonLairsey, JohnFiester, HerbertEd.D.Educatio
From there to here and back again: Evan's Great Goddess, Frazer's Dying King and Mary Renault's popular fiction
No full text1 video file. ms150-40-018_tittl-larissa_great-goddess_2023-02-12.mp4 .mp4 551.09 MB 577,861,705This paper will explore how Frazer’s dying god and sacrificial king are taken up and reimagined in The King must Die, by twentieth century novelist Mary Renault. A pathway from Frazer’s dying god and sacrificed king to Renault’s boy-king imagined as Greek hero Theseus is traced through the Frazerian-influenced excavator of Knossos, Sir Arthur Evans, and later British poet Robert Graves. Evans imagines a vegetation-focused ‘Great Goddess’ with a dying son/consort for his Minoans, also drawing on the figures of Minos and the minotaur from later Greek myth: these motifs are central to Renault’s novel. Graves’ influence on Renault, himself deeply influenced by Frazer in The White Goddess, is seen in the novel’s embedded narrative of a matriarchy overpowered by a horse-riding sky-god worshiping patriarchal culture. Renault connects this to the site and cult practices of Eleusis, where Theseus meets an unnamed Queen, and is called upon to kill her husband/king. This paper will explore how Renault reimagines these mythic narratives for her mid-twentieth century audience, embedding these motifs in an ongoing tradition of misinterpretations and misplaced popular assumptions about Bronze Age Crete in a way that continues the work of both Evans and Frazer before him.
Additional Authors: Shaking the Tree, Breaking the Bough: Frazer's Golden Bough at 100 (Conference); Tully, Caroline Jane; Budin, Stephanie Lynn; University of Melbourne
Washington Middle School
Get PDF1 PDF, 23 scanned imagesWashington Middle School. Box 1, Folder 2, Document 20, Grady County Historical Society, Grady County Historical Society – Schools Collection. Valdosta State University Archives and Special Collections. Includes newspaper clippings and a drama club presentation booklet
Same but Different: Frazer’s Sympathetic Law of Similarity and the Greco-Roman defixiones
No full text1 video file. ms150-40-019_moorrees-saskia_frazers-sympathetic_2023-02-12.mp4 .mp4 350.96 MB 368,006,471Frazer’s typology of ‘sympathetic magic’ proved especially popular in the study of ancient magic after it appeared in The Golden Bough. Frazer’s Law of Similarity, in particular, was predicated on the idea that according to ‘primitive’ thinking, ‘like affects like’ and that ‘an effect resembles its cause.’ But the idea that ‘similarity’ motivated the use of figurines has been contested, as scholars have rightly pointed out that physical resemblance seems to have not been a great concern in their production. However, this rejection of similarity has not occurred to the same degree in terms of the textual formulas of the Greco-Roman defixiones, and through this paper I will argue that similarity has an equally unconvincing role in executing textual analogies. By using S.J. Tambiah’s ‘persuasive analogy’ theory, which places emphasis on concurrent verbal statement and material action, we can reconsider whether the similia similibus formulas truly depended on a sympathetic ‘similarity’, or whether a different magical mechanism was being utilized. An analysis of the specific characteristics chosen in similia similibus formulas, how they relate to the object of comparison, and any accompanying ritual actions, will reveal the underlying magical process and thus allow us to question whether ‘like affects like’ was the belief informing these formulas. Through this close examination, I will contend that although a shared characteristic was the intended goal of these analogies, similarity was not the ‘sympathetic’ force behind them. Instead, we should understand these analogical techniques as deriving power from verbal and material actions, and we can thus move away from Frazer’s Law of Similarity.
Additional Authors: Shaking the Tree, Breaking the Bough: Frazer's Golden Bough at 100 (Conference); Tully, Caroline Jane; Budin, Stephanie Lynn; University of Melbourne
"Tree lore in the Anthropocene - The Order of Bards Ovates and Druids as Oak Seers in Times of Ecological Crisis." Paper presented at the Shaking the Tree, Breaking the Bough: Frazer's Golden Bough at 100, Melbourne, Australia, February 12, 2023.
No full text1 video file. ms150-40-022_brussman-ive_tree-lore_2023-02-12.mp4 .mp4 861.18 MB 903,010,507In The Golden Bough Sir James Frazer gives attention to various forms of worshiping of trees and tree spirits − a phenomenon that has prevailed throughout history, in magic, religion, mythology and folklore to the present. This article will discuss modern versions of ‘tree spirits' in relation to the contemporary context of the ecological crisis, and give attention to modern Druidry in the UK, and The Order of Bards Ovates & Druids (OBOD). The OBOD relate to ancient Druids as ‘oak seers', and they characterize themselves as lovers of trees, who practice tree lore. They engage in contemporary environmental issues and are dedicated to tree lore. In 2017 they gave their support to The Charter for Trees, Woods and People which is a public appeal to protect forests of Britain. How can the ancient phenomenon that Frazer describes be set in relation to contemporary context and theoretical discourse on ecology in the Anthropocene? How can new approaches offer theoretical tools? I will draw from scholarly discourse on Eco-pagans (Harvey) in relation to the larger-than-human word, and in making kin (Haraway). In this modern tree lore, ancient mythology is set side by side with recent plant researchers, such as Wohlleben's ‘the wood wide web' picturing trees as social and animated lifeforms who are able to communicate
A Projected Place of Past Perfection: Reading Vladimir Nabokov’s Lolita through a Jungian Literary Lens
Get PDFVladimir Nabokov’s controversial novel Lolita has always been known to scholars as parodying psychoanalytical concepts. Nevertheless, recent scholarship has shown how psychologically indepth and penetrating Nabokov’s novels are. As Brian Boyd, an eminent Nabokovian scholar, states in the chapter, “The Psychological Work of Fictional Play,” “Nabokov’s psychology, like his ethics and metaphysics, is another dimension of his work that I think we cannot separate from his work as literature” (109). Consequently, contemporary scholarship has analyzed Nabokov’s Lolita through many psychological angles and theories. Yet, none so far has seen Lolita through the psychological process of projection and shown how the narration of Lolita reveals the unconscious projection at work through Nabokov’s acute understanding of the psyche. Furthermore, there is a lack of Jungian literary perspective being applied to Lolita in Lolita’s literary criticism. Thus, this thesis aims at applying, well-known Jungian analyst James Hollis’ projection process, discussed in his book, The Eden Project in Search of the Magical Other, to Humbert Humbert’s relationship with Dolores, and how this prompts an individuation journey for Nabokov’s self-deceptive narrator.I. Introduction 9 -- II. Literary Criticism and Jungian Literary Theory 13 -- III. The Projected Place: Humbert Humbert’s Edenic Search in Dolores 22 -- IV. The Projected Place Uprooted: Dolores leaves Humbert Humbert 50 -- V. Humbert Humbert’s Death and Return to the Eternal 60 -- VI. Conclusion 70 -- VII. Works Cited. 71Williams, MartyWood, AdamMcClellan, IrinaM.A.Englis
The Legacy of The Golden Bough in the Interpretation of Early Sumerian Myth: The Case of Ninsumun and Lugalbanda
No full text1 video file. ms150-40-007_linder-nadia_sumerian-myth_2023-02-11.mp4 .mp4 449.31 MB 471,134,339Many tenets first formulated by Sir James Frazer in his magnum opus The Golden Bough still survive to this day in discussions of ancient Mesopotamian cult, myth, and religion. As a case study for the still pernicious influence of Frazer's work I will use the early Sumerian mythological fragment ‘Ninsumun and Lugalbanda' (dating to ca. 2,600 BCE). After a short introduction to the text I will highlight how concepts formulated in The Golden Bough have influenced earlier scholars, particularly their interpretation of the role of the goddess Ninsumun and what they thought the text meant. Using concepts formulated by Frazer and methodologically using the normative comparisons for which Frazer's The Golden Bough is justly (in)famous they arrived at interpretations that were coloured by what they already wanted the text to say, rather than engaging with it with fewer preconceived notions.
Additional Authors: Shaking the Tree, Breaking the Bough: Frazer's Golden Bough at 100 (Conference); Tully, Caroline Jane; Budin, Stephanie Lynn; University of Melbourne